Written Answers Nos. 836-852
836. Deputy Cian O'Callaghan asked the Minister for Education if her attention has been drawn to the fact that a person (details supplied) has been waiting for a place in a special education school for seven years; the steps she will take to address this; and if she will make a statement on the matter. [2183/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
837. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to correspondence from a person (details supplied) in relation to the leaving certificate examination; and if she will make a statement on the matter. [2200/22]
View answerI am very conscious that students who are due to take their Junior Cycle/Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning.
My Department will continue to engage with all partners in education on all matters relating to Leaving Certificate 2022 examinations. A meeting of the Advisory Group on State Examinations is planned for later this week. The group includes representatives of students, parents, teachers and school leaders, as well as representatives from the State Examinations Commission, the National Council for Curriculum and Assessment, Higher Education and my Department.
On 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. As with previous years, adjustments were developed in conjunction with the Advisory Group on Planning for State Examinations. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. I consider that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements for Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020.
I made a further announcement on 20 December 2021 regarding the arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music. These examinations will take place outside of school time over the first week of the school Easter holidays, with the examinations running in schools during the six-day period Saturday 9 April to Thursday 14 April inclusive. By moving these examinations to the Easter holidays, the State Examinations Commission aims to minimise disruption to teaching and learning, especially for those candidates preparing for their examinations, as this change will limit teacher absence from schools.
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID 19 illness and other categories of serious illness, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations, guided by prevailing public health advice.
By way of further information, the Department of Education has provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils / students in a COVID-19 context including information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in the Department, to support students.
838. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to correspondence from a student (details supplied) in relation to the leaving certificate examination; and if she will make a statement on the matter. [2204/22]
View answerI understand that my Department has issued a response to the student in question regarding the Leaving Certificate Examinations.
My Department will continue to engage with all partners in education on all matters relating to Leaving Certificate 2022 examinations. A meeting of the Advisory Group on State Examinations is planned for later this week. The group includes representatives of students, parents, teachers and school leaders, as well as representatives from the State Examinations Commission, the National Council for Curriculum and Assessment, Higher Education and my Department.
I am very much aware of the disruption experienced by students who are due to take their Leaving Certificate examinations in 2022. The State Examinations Commission (SEC), working with my Department, has put in place a number of measures to seek to take account of the disruption caused by the Covid-19 pandemic.
Adjustments to the assessment arrangements for the 2022 state examinations that were announced in August 2021 were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22. The adjustments ensure that the overall structure of the examinations remains intact but allows for greater choice for students.
Revised arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music were announced last month. These examinations will take place outside of school time over the first week of the school Easter holidays. By moving these examinations to the Easter holidays, the State Examinations Commission aims to minimise disruption to teaching and learning, especially for those candidates preparing for their examinations, as this change will limit teacher absence from schools.
The State Examinations Commission recently provided some further information to schools regarding aspects of the 2022 state examinations in light of the disruption caused by Covid-19. This included postponing commencement of assessment of the Leaving Certificate Applied February Tasks, from 31 January to 14 February. Schools were also reminded of the flexibility which is available regarding the dates for completion and authentication of Coursework for Leaving Certificate and Junior Cycle candidates.
An alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations, for students who are unable to sit the main set of examinations for various reasons, including Covid-19 illness, bereavement or serious illness.
As has been the case for the 2020 and 2021 state examinations, all planning for the 2022 Examinations will be guided by the prevailing public health advice and will have regard for the wellbeing of our students.
My Department has also provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context including information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in my Department, to support students.
839. Deputy Neale Richmond asked the Minister for Education her plans for the 2022 leaving certificate examinations; and if she will make a statement on the matter. [2219/22]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
840. Deputy Fergus O'Dowd asked the Minister for Education if a response will issue to matters raised in correspondence by a student (details supplied) in relation to the leaving certificate examination 2022; and if she will make a statement on the matter. [2251/22]
View answerI understand that my Department has issued a response to the student in question regarding the Leaving Certificate Examinations.
My Department will continue to engage with all partners in education on all matters relating to Leaving Certificate 2022 examinations. A meeting of the Advisory Group on State Examinations is planned for later this week. The group includes representatives of students, parents, teachers and school leaders, as well as representatives from the State Examinations Commission, the National Council for Curriculum and Assessment, Higher Education and my Department. The group is co-chaired by my Department and the SEC.
I am very much aware of the disruption experienced by students who are due to take their Leaving Certificate examinations in 2022. The State Examinations Commission (SEC), working with my Department, has put in place a number of measures to seek to take account of the disruption caused by the Covid-19 pandemic.
Adjustments to the assessment arrangements for the 2022 state examinations that were announced in August 2021 were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22. The adjustments ensure that the overall structure of the examinations remains intact but allows for greater choice for students.
Revised arrangements for Leaving Certificate Oral Examinations in Irish and the Modern Foreign Languages and the practical performance tests in Leaving Certificate Music were announced last month. These examinations will take place outside of school time over the first week of the school Easter holidays. By moving these examinations to the Easter holidays, the State Examinations Commission aims to minimise disruption to teaching and learning, especially for those candidates preparing for their examinations, as this change will limit teacher absence from schools.
The State Examinations Commission recently provided some further information to schools regarding aspects of the 2022 state examinations in light of the disruption caused by Covid-19. This included postponing commencement of assessment of the Leaving Certificate Applied February Tasks, from 31 January to 14 February. Schools were also reminded of the flexibility which is available regarding the dates for completion and authentication of Coursework for Leaving Certificate and Junior Cycle candidates.
An alternative set of Leaving Certificate examinations will be run in 2022, shortly after the conclusion of the main set of examinations, for students who are unable to sit the main set of examinations for various reasons, including Covid-19 illness, bereavement or serious illness.
As has been the case for the 2020 and 2021 state examinations, all planning for the 2022 Examinations will be guided by the prevailing public health advice and will have regard for the wellbeing of our students.
My Department has also provided a suite of guidance materials, agreed with the education partners, to enable schools to mediate the curriculum safely for all pupils/students in a COVID-19 context including information on wellbeing supports for Leaving Certificate students. This includes a series of supports on managing wellbeing, coping with uncertainty and managing stress and anxiety, developed by the National Educational Psychological Service in my Department, to support students.
841. Deputy Charles Flanagan asked the Minister for Education the current position on the application for expansion of a school (details supplied); and if she will make a statement on the matter. [2273/22]
View answerThe school to which the Deputy refers was granted approval under the Additional Accommodation Scheme for the provision of 2 Mainstream Classrooms with en-suites, 1 WC for Assisted Users, 2 Classroom SEN Base and as a prefab replacement, 2 Mainstream Classrooms with en-suites and 1 WC for Assisted Users.
The School Authorities submitted a report into the Department for review and in August 2021 comments from the Technical Unit were issued to the school for follow up. The school's response to these comments were submitted and sent for technical review in December 2021.
Following the 2nd review by the Department's Technical Team, approval was granted to progress the project to the next stage and notice of this approval issued to school authorities in January 2022. It is a matter now for the school to continue progressing this project, taking on board the most recent guidance from the Department.
842. Deputy Charles Flanagan asked the Minister for Education if she will take steps to make antigen tests more widely available to primary and post-primary schools in view of the changes to the close contact rules which have come into effect in January 2022; and if she will make a statement on the matter. [2295/22]
View answerEnsuring that schools can remain open and continue to operate safely has been a key priority for the Government. The Department of Education has always been guided by public health advice in relation to appropriate COVID-19 infection prevention and control measures in place in schools. These measures protect students/pupils, their parents and school staff and are very effective when adhered to.
From the end of November 2021 antigen testing has been introduced in primary schools in circumstances where children are part of a classroom pod, where there is a confirmed case of COVID-19. Offering antigen tests to children who are identified as part of a pod in which there was a confirmed case of COVID-19, is an additional measure to support parents and schools. Where there are two cases in a class in more than one pod within a seven days period, antigen testing will be provided to every child in the class. Approximately 190,000 antigen tests have been distributed to date.
Contact tracing and public health risk assessments continues in respect of children in special education settings. Contact tracing also continues for students and staff in post primary schools and arrangements are identical to those in place for confirmed cases and close contacts in the wider society.
843. Deputy Michael Lowry asked the Minister for Education further to Parliamentary Question No. 213 of 21 October 2021, if her officials made contact with the school in question to rectify the issue raised; if this matter is now resolved (details supplied); and if she will make a statement on the matter. [2307/22]
View answerAs you are aware, the only exceptional circumstances in which a recognised school can grant an exemption from the study of Irish are set out in circulars 0052/2019 (primary) and 0053/2019 (post primary).
In all other cases, schools are required to address a wide diversity of need by providing a differentiated learning experience for pupils in an inclusive school environment. This is informed by the principles of inclusion and the benefits of bilingualism for all pupils that underpin the Primary Languages Curriculum (PLC), the Framework for Junior Cycle (2015) and curricular provision in senior cycle.
The Primary Language Curriculum is for children of all abilities in all school contexts. This is informed by the principles of inclusion and the benefits of bilingualism for all students that underpin the Primary Languages Curriculum. It recognises and supports students’ engagement with Irish and English at different stages and rates along their language-learning journey. It builds on the language knowledge and experience that students bring to the school. The Progression Continua in the Primary Language Curriculum provide a framework for teachers to identify the student’s stage of language development and to plan interventions that support the development of language skills and competences in Irish and in English in an integrated manner, emphasising the transferability of language skills across languages.
The specification for Junior Cycle Irish aims to consolidate and deepen the students’ knowledge, understanding, values and language skills supporting their personal, cognitive and social development. The learning outcomes presented in the specification apply to all students. All pupils are encouraged to study Irish and achieve a level of personal proficiency that is appropriate to their needs and ability.
The appeals process as set out in the circulars, is focused solely on the process the school engaged in reaching its decision. The Irish Exemptions Appeals Committee (IEAC) will consider how the school followed the process as prescribed in the circulars and accompanying guidelines.
I had previously noted the particular distinguishing aspects of this case and I had asked my officials to make contact with the school in question. My officials have been in contact with the school and the matter has been resolved.
844. Deputy James Lawless asked the Minister for Education if provision will be made for a person (details supplied) in an autism unit when they transfer to secondary school in September 2020 (details supplied); and if she will make a statement on the matter. [2328/22]
View answerEnabling children with special educational needs to receive an education is a priority for this Government
The State currently spends in excess of 25% of its annual education and training budget (€9.2 Billion) on making additional provision for children with special educational needs.
This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. The NCSE through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
My Department works in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
845. Deputy Cathal Crowe asked the Minister for Education the number of public sector workers under her remit by sectors (details supplied) in each of the local electoral areas in County Clare in tabular form; and if she will make a statement on the matter. [2344/22]
View answerAs the information requested by the Deputy is not available in a readily accessible format, my Department is working with the various public sector employers in the education sector in Co. Clare to compile the necessary data. I will arrange for this information to be sent directly to the Deputy as soon as possible.
846. Deputy Violet-Anne Wynne asked the Minister for Education the number of public sector workers under her remit in each of the local electoral areas in County Clare in each of the years 2016 to 2021, in tabular form under headings (details supplied); and if she will make a statement on the matter. [2359/22]
View answerAs the information requested by the Deputy is not available in a readily accessible format, my Department is working with the various public sector employers in the education sector in Co. Clare to compile the necessary data. I will arrange for this information to be sent directly to the Deputy as soon as possible.
847. Deputy Michael McNamara asked the Minister for Education the number of public sector workers under her remit in each of the local electoral areas in County Clare in each of the years 2016 to 2021, in tabular form under headings (details supplied); and if she will make a statement on the matter. [2382/22]
View answerAs the information requested by the Deputy is not available in a readily accessible format, my Department is working with the various public sector employers in the education sector in Co. Clare to compile the necessary data. I will arrange for this information to be sent directly to the Deputy as soon as possible.
848. Deputy Jennifer Whitmore asked the Minister for Education when a permanent building will be secured for a school (details supplied); and if she will make a statement on the matter. [2401/22]
View answerI wish to advise the Deputy that my Department has initiated a site identification and assessment exercise for a 1,000 pupil post primary school in the area in question and its environs. While a site acquisition process is underway and, given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time
A similar exercise was undertaken a number of years ago which proved unsuccessful and the current exercise will establish if the situation has changed in the intervening period.
Until such time as this process has been completed, it will not be possible to provide a timeline for the construction of a permanent building for the school.
In the meantime, refurbishment works were recently completed in the school's interim accommodation to provide further capacity for the school.
849. Deputy Jennifer Whitmore asked the Minister for Education the status of the new building for a school (details supplied); and if she will make a statement on the matter. [2402/22]
View answerThe project for Greystones Community College is in the early architectural planning stage which involves site surveys, school design stages and the preparation of Planning Permission.
As part of the conditions of sale, the lodgement of planning permission for the project is under the remit of the vendor. The Department has been working closely with the vendor to expedite a planning application for the new school.
In advance of lodging the planning application, the vendor’s Design Team presented the design to the Patron body on 14th January and it is anticipated that planning will be lodged in the coming weeks.
850. Deputy Cian O'Callaghan asked the Minister for Education the status of the proposed school building works at a school (details supplied); and if she will make a statement on the matter. [2416/22]
View answerA building project for the school in question is included in my Department's School Building Programme. My Department will be liaising with the school shortly in the context of addressing matters associated with the proposed project.
851. Deputy Richard Bruton asked the Minister for Education if she has considered the concerns raised by student bodies in relation to the adapted school placement model; and if she will make a statement on the matter. [2422/22]
View answerAt the outset, I want to acknowledge the key role being played by student teachers in supporting our schools during the pandemic, particularly at the present time in providing substitution cover. Their willingness to support the system at this exceptional time is highly valued and is vitally important to ensure that our schools remain open for pupils.
I do understand that this has been a challenging time for student teachers as they undertake their studies in the midst of the pandemic.
In light of the evolving situation with Covid-19, the Teaching Council and my Department, together with the relevant primary initial teacher education (ITE) providers, worked to develop Adapted School Placement arrangements. The arrangements apply to school placement for Year 3 and Year 4 student teachers on concurrent (Bachelor of Education) programmes of Primary Initial Teacher Education and student teachers on consecutive (Professional Master of Education) programmes of Primary ITE for the period from when the schools reopened in January 2022 and may extend up to the mid-term break in February 2022.
My Department has received representations in relation to concerns from student bodies in one of the relevant higher education institutions (HEIs) and has issued a response to provide clarity on the key areas of concern. I understand that students have also had ongoing engagement with their higher education institution to get additional clarifications on many of these issues over recent days.
The Framework is based on the periods of planned school placement. As would have been the case with this planned school placement period, student teachers will continue to be located in their host school for these adapted school placement arrangements. However the arrangement provides for student teachers to be paid for any substitution work that they undertake during these adapted school placement periods. The Framework does not require any extension in the time period that student teachers spend on school placement.
In addition, I wish to clarify that under the adapted school placement arrangements it is not a mandatory requirement for individual student teachers to undertake substitution work.
As stated in the Framework, the Teaching Council, which is professional standards body for teaching, has confirmed that these adapted school placement arrangements will not adversely impact ITE programmes’ professional accreditation status nor will they be an impediment to the professional registration of the future graduates described in this framework.
My Department, the Teaching Council, the HEIs and other stakeholders will monitor these adapted school placement arrangements on an ongoing basis and provide additional clarity if and when required.
852. Deputy James Lawless asked the Minister for Education if she has examined a matter regarding air purification goods (details supplied); and if she will make a statement on the matter. [2425/22]
View answerMy Department recently announced additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools.
Managing ventilation is one of a suite of public health measures in place to keep our schools safe.
The Expert Group note in its own report that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools.
They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.
The over-arching approach in the guidance is for schools to have windows open as fully as possible when classrooms are not in use and partially open when classrooms are in use.
The Departments Guidance is clear that where the recommended measures in the Practical Steps and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available. This is line with Expert Group guidance which identifies that in areas with poor ventilation that structural interventions and measures to increase natural ventilation should be completed. Where such structural interventions or measures are not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.
The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre on 18th November 2021.
There is no one solution that fits all scenarios, each school requires bespoke analysis and an appropriate ventilation solution matched to the specific room size and volume.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs in line with the Department’s Guidance. In this context the requirements for each school will be determined locally by schools, who may get specific advice/assistance of a Chartered Engineer or Registered Architect on the appropriate measures they should take for enhancing ventilation. Engagement with the market for meeting their needs will be managed directly by schools at local level.
In conclusion the Departments approach on good ventilation in schools, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas.
My Department cannot comment on specific VAT Issues.
